“Does the Color of Your Skin Make You American?:” Immigrant Parents’ Responses to History Texts in the New South

References

• Agarwal-Rangnath, R., Dover, A., & Henning, N. (2016). Preparing to teach social studies for social justice: Becoming a renegade. New York, NY: Teachers College.
   Google Scholar
• Bohon, S., Macpherson, H., & Atiles, J. H. (2005). Educational barriers for new Latinos in Georgia. Journal of Latinos and Education, 4(1), 43–58.
   Google Scholar
• Brown, M, & Cepeda, J. (2010). Side by side: The story of Dolores Huerta and Cesar Chavez; Lado a Lado: La history de Dolores Huerta y César Chavez. New York, NY: Harper Collins.
   Google Scholar
• Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7, 585–614.
   Web of Science ®Google Scholar
• Chavez, C. (n.d.). http://es.wikipedia.org/wiki/César_Chávez (Version: 03:11 22.May.13).
   Google Scholar
• Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers College Press.
   Google Scholar
• Dabach, D. B. (2015). “My student was apprehended by immigration”: A civics teacher’s breach of silence in a mixed-citizenship classroom. Harvard Educational Review, 85, 383–413.
   Web of Science ®Google Scholar
• De Fina, A., Schiffrin, D., & Bamberg, M. (2006). Introduction. In A. De Fina, D. Schiffrin, & M. Bamberg (Eds.), Discourse and identity (pp. pp. 1–26). Cambridge, UK: University Press.
   Google Scholar
• Epstein, T., & Peck, C. L. (2017). Teaching and learning difficult histories in international contexts: A critical sociocultural approach. London, UK: Routledge.
   Google Scholar
• Gaitán, C. D. (2012). Culture, literacy, and power in family–Community–School–Relationships. Theory Into Practice, 51, 305–311.
   Web of Science ®Google Scholar
• Giovanni, N., & Collier, B. (2005). Rosa. New York, NY: Henry Holt and Company.
   Google Scholar
• Hamann, E., & Harklau, L. (2015). Revisiting education in the new Latino diaspora. In E. T. Hamann, S. Wortham, & E. Murillo (Eds.), Revisiting education in the new Latino diaspora (pp. pp. 3–25). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Harris, A., & Leonardo, Z. (2018). Intersectionality, race-gender subordination, and education. Review of Research in Education, 42, 1–27.
   Web of Science ®Google Scholar
• Hughes, L, & Collier, B. (2012). I, too, am America. New York, NY: Simon & Schuster.
   Google Scholar
• Hurtig, J., & Dyrness, A. (2011). Parents as critical educators and ethnographers of schooling. In B. A. Levinson & M. Pollock (Eds.), A companion to the anthropology of education (pp. 530–546). Malden, MA: Wiley-Blackwell.
   Google Scholar
• Lam, W. S. E. (2012). What immigrant students can teach us about new media literacy. Phi Delta Kappa, 94(4), 62–65.
   Web of Science ®Google Scholar
• Mangual Figueroa, A. (2011). Citizenship and education in the homework completion routine. Anthropology & Education Quarterly, 42, 263–280.
   Web of Science ®Google Scholar
• Noguerón-Liu, S. (2016). ¿Usted va al capitolio también?: Adult immigrants’ positioning in response to news and digital media about immigration policy. Anthropology and Education Quarterly, 47(2), 113–129.
   Web of Science ®Google Scholar
• Shuttleworth, J., & Lomax, A. (2018). Teaching about enslavement through a critical analysis of three early childhood historical fiction texts. In S. Shear, C. Tschida, E. Bellows, L. Buchanan, & E. Saylor (Eds.), (Re)imagining elementary social studies: A controversial issues reader (pp. 341–354). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Van Langenhove, L., & Harré, R. (1999). Positioning theory: Moral contexts of intentional action. Malden, MA: Blackwell.
   Google Scholar
• Vasquez Heilig, J., Brown, K., & Brown, A. (2012). The illusion of inclusion: A critical race theory textual analysis of race and standards. Harvard Educational Review, 82, 403–425.
   Web of Science ®Google Scholar
• Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30, 1024–1054.
   Web of Science ®Google Scholar
• Villenas, S. (2002). Reinventing educación in new Latino communities: Pedagogies of change and continuity in North Carolina. In S. Wortham, E. G. Murillo, & E. T. Hamann (Eds.), Education in the new Latino diaspora (pp. 17–36). Westport, CT: Ablex.
   Google Scholar
• Wortham, S. (2004). From good student to outcast: The student emergence of a classroom identity. Ethos, 32, 164–187.
   Web of Science ®Google Scholar